Lounging before the cool

I'm sitting here in the Qatar Airways lounge waiting for the flight to board to London. It's December 2nd, Monday. Not a normal day to be heading to London when you're a school teacher.

But here I am...heading there for the third time in less than a year. And up to January I had never been there before.

So...I'm off. On a Monday night. I've prepared my sub plans, did my rehearsals for our Middle School show, went on my field trip, attended my meetings and now I wait.

There was a lot to prepare for this run. And a lot to leave behind. I love teaching. I love my kids. I miss them when I'm away...so it makes it hard to leave them each time I go somewhere.

But I know I'm going for something special. Something unique. Something different.

This thing, the Google Teacher's Academy, is nothing short of an honor. I've got no idea of what to expect. I've been told things during a google hangout. Been encouraged, and excited. The past few nights I've had a bit of a restless sleep out of excitement waiting for this thing.

And now that I'm in the airport, leaving for it, the excitement is building. Not just for the Google Certified Teacher designation (something only bestowed on about 100 or 150 people per year), but also to learn straight from google. To ask questions. To meet gifted and talented 21st Century Educators. To help grow my teaching practice so that I can bring it to the kids in my teaching career. Wherever that may be.

So, I sit here next to my dear friend Mandy Hollingshead. Hoping, waiting, getting excited. Wanting to share. Wanting to be a vessel to learn. Desiring new knowledge, new ways to care for, educate, scaffold, and get my kids excited about learning.

I'm going because I think this will be one of the best experiences, let alone Professional Development experiences, of my life. Because when I come back full of Googley excitedness. When I come back ready to show the whole staff, students and parents the cool stuff I learned. when I know that there will be more excited learners around me. It makes every ounce of it worth it.

I'm aware that my kids will miss me. I'm also aware that I'll miss them. And I'll miss being in the classroom. I'll miss introducing my kids to Aurasma and introducing the staff to the stuff we learned from Bob Garmston's Adaptive School's training.

What I'll get to absorb from teachers from all continents (except South America in this situation I think), will be infinitely more valuable.

So I sit, a little sleepy, waiting for the call. To board my flight. To get to the cold, wet, beautiful city of London. So, ultimately, the students at Qatar Academy can get a better teaching experience.

Cheers.

Relaxing vs Workaholic

I'm sitting in my apartment today on a school day. I've got a stomach bug. I don't want to get my kids sick

But having to stay home is probably one of the worst things for me. It means I'm forced to lie down and "relax." The way society says I have to relax. The reality is, I love what I do. I don't find it a chore, or a problem to come to work every day. I love it.

This is my third sick day in 7 years. I think?

I work hard. But it's because I love what I do. Why else would I do what I do? As a teacher, I don't get paid the most, get the most outward credit for things, or see data-based tangible results.

What I do see is smiles on kids faces, life in the classroom, and laughing. A lot of laughing. Both from myself, co-workers and my students. And eureka moments. I love those. When a child "gets it", or when they've learned something new and they get the ball rolling on stuff.

So, where does that lead me? Well, as I type this, it leads me to realizing how much I wish I was at work, knowing that there's a lot to be done today from the comfort of my own apartment. Stuff that I wouldn't have time to do otherwise.

I'm going embrace this forced day off. And do. Do a nap. Do some google. Do some work. But do.

And embrace that my workaholic passionate self is simply doing things from a different location today.

Also, just watched "The Internship" and am now wondering if that's what Google, as a company, is really like. I hope to find out in December.

Bring...It...On

Well folks...it's been a few weeks since I've posted on my site. I sincerely apologize. Now that I'm back in the mancave and "relaxing"...it's time for a few new post.

I'm sitting at my chair in thought. Thinking about 1,000 things at once...as I normally do.

I arrived back in Qatar and sprinted off into my new Academic Coordinator position. It's stretching me...causing me to be organized...helping me improve. I love it.

I'm not one for stagnation. I think if we're comfortable, we're not learning. And that's a problem. It's also an obsession of mine. Not being lazy. I've maintained that I want to always be challenged. It's exhausting most days, and makes me wrestleless on more than one occasion...but the good outweighs the bad...and there's not much bad.




I digress...a new school year is like the proper New Year's for us teachers. We get a chance to improve our craft at a new level, with new kids. We get to try new things. Try to achieve a new level of balance and harmony that we didn't have before. That we can strive for. And try to help our kids achieve this same balance of harmony. It also gives us a chance to get rid of the stuff that didn't work before. The stuff that we tried that made us go... "hmmmm...nope"....and try that stuff that worked with a brand new set of kids...in hopes we get the internal reaction of..."WOOT!"

The big difference for me this year is that I've really tried to avoid stagnation. I not only accepted an Academic Coordinator's position but also switched down to Grade 3. Two grades lower. My first switch of grades ever. A grade I've never taught before.

Sunday this week was scary. Unfamiliar territory. Adjusting my own head's capabilities. It was like trying yoga for the first time, or crossfit. Not getting the positions quite right sometimes. Hitting the mark on many occasions, and finding a few lumps all the while. Expecting more than could actually be achieved and finding myself sore when it was all done....but good sore. A sore than you know is helping you build.

But the second day I had new expectations...better ones. Ones that were more achievable for myself...and my kids. So the second day was better. Less scary. For them...and me. We took new strides. Together. They learned some. I learned a lot.

The third day was another step in the right direction. Getting a feel for the Grade 3 boy mind and the Grade 3 girl mind. Finding the differences, expectations and capabilities better. Again, for me and them. Testing the waters of their minds continued. Testing the waters of mine as well. Both fascinating things. They amazed me more and more each day. I found myself humbled more. Loving it more.

The fourth day of the week I found myself wondering when they would finish things. Found their excitement for Maths games more obvious. They are very different little creatures than my Grade 5s of years gone by. I like them. They're a fun bunch. Even the ones who don't quite seem to know where they are half the time. I'm getting more excited as well.

The fifth day, though I was fairly tired from the early mornings, was also good. I've had 20 of my 21 kids. I found out I'd be getting a 22nd kid for my class too. Loving their energy. They wake me up. In a good way. Their learning excited me in ways I couldn't imagine.

I have never lost my passion for teaching. I've always loved it. Loved my Grade 5 kids. Loved how they moved, did things, got organized and disorganized. Now, my Grade 3s. I also love them. Already. I'm loving being in my room with them. I'm loving that they take 3X longer to do things than the Grade 5s. I'm loving their honesty. Their minds. Their creativity. I'm loving their silly jokes that I often don't see as funny but laugh because I know they think it is and can really appreciate that.

It's not that my passion for teaching came back. It's that it simply increased. I'm loving that I get to find out where they get challenged. I'm loving the new skills I'll be teaching them this year. I'm loving that a lot of them already learned how to share something on googledocs this week and how to type into a text box. I'm loving that I'll have to revisit this. That I think of it as basic, but they are amazed by it. One of my boys got wide-eyed when
I told him that he was typing into the same document at the same time as his friends. Such a satisfying feeling.

Now that I can see more of where they need to go I am keen to see more Eureka moments. I can see the potential to teach them stuff that my Grade 5s already knew. I get to be the one to show them first. To see them get excited about it. Because it's new to them.

I'm more than a little excited about this year.

They had a few Eureka moments this past week.

I had 100s.

As an Academic Coordinator I'm going to be stretched...in an amazing way...professionally, as my reluctant leader self. I'm still not convinced the leader role is a good hat to wear. I could be wrong. It could be a hat that everyone can see me wearing, and it's my own perception that's letting me down. But I am humble enough to know I've got a lot to learn.

As a Grade 3 teacher I'm going to be stretched passionately in my profession. Again...I'm humble enough to know...things won't always be perfect. But this one feels like a great hat to wear.

Bring

It

On.

From the heart

So, tonight I said good bye to most of my friends here in St. John's...again. For the 14th time I figure. I don't know exactly what number it is, but it's high. And each time I do...it doesn't get easier. It gets a bit harder actually.

You see...here in Newfoundland I've got friends whom I've known for 10-15 years. They've seen me through my best and worst times. There have been quabbles, smiles, awkward weird moments, but there's always been love. The friends who are around you for that long truly know you. There's nothing new to find out, unless it happened yesterday or today. It's an amazing thing.

And when you say good bye to them for a few months (for 2-3 of them, probably a year), it's a little heartbreaking.

Always is.

But I don't leave until tomorrow night. Tomorrow is a family day...mostly. I'll also see one of my most dear friends on the planet, the awesome Dr. Dax Rumsey. I've never written that out before. It looks good on him....but then at 8:30p.m.ish I'll head to the airport to catch my flight:

St. John's to 

London to

Doha

Back to the sandbox.

And it's not that I don't like the sandpit. I do. It's a great place to live/work/be. I've got an amazing school with great friends, administrators, co-workers and kids. But it's still hard to leave the people who you're most comfortable around. That you're most "yourself" with. 

The people whom you could play board games with every night. Have any sort of conversation...and it's all a good laugh.

And so...tonight is more of a heartfelt entry.

And I will still find a way to tie this into my teaching practice...so here it is:

Each year, when we begin anew, our kids are very often in new classes, with different dynamics, different friends. They're taken out of their comfort zones. Much like we, as teachers, are taken out of ours with each class. We have to reestablish new relationships, friendships, classroom security, routines, and learn about each other.

So we have to look for the things we find most comfortable. The things that "know us the best" and keep us grounded. 

Because there's good uncomfortable and bad uncomfortable. And some days we will encounter the bad uncomfortable, so we need to look for our comforts to keep us stable. And sometimes that's a call to the friends and family at home. 



And for our kids, sometimes, it's a conversation with a child in another class they're most comfortable with. Or a call home to mom to get some grounding. Something to provide stability in an otherwise changing place. A place that needs to be feel grounded.

So, I think we need to account for this in our teaching practice. To recognize when a child is beyond their regular comfort zone, and try to make it as comfortable as possible. To try and see misbehaviour as fighting against the uncomfortable. And rather than fighting back, open our arms and making it a warm place.

To make our classroom secure. So we reach a place of good uncomfortable. Stable, solid, but challenging their learning. A place to make mistakes, but be good to make those.



So, I'll fly back tomorrow night. Hoping that my discomfort doesn't interfere with my making my classroom. I've done it for 7 years and have been successful at it (I think). 


And so...to finish....Here's Shakespeare's Henry V:

Once more unto the breach, dear friends, once more;
Or close the wall up with our English dead.
In peace there's nothing so becomes a man
As modest stillness and humility:
But when the blast of war blows in our ears,
Then imitate the action of the tiger;
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favour'd rage;
Then lend the eye a terrible aspect;
Let pry through the portage of the head
Like the brass cannon; let the brow o'erwhelm it
As fearfully as doth a galled rock
O'erhang and jutty his confounded base,
Swill'd with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath and bend up every spirit
To his full height. On, on, you noblest English.
Whose blood is fet from fathers of war-proof!
Fathers that, like so many Alexanders,
Have in these parts from morn till even fought
And sheathed their swords for lack of argument:
Dishonour not your mothers; now attest
That those whom you call'd fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeoman,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding; which I doubt not;
For there is none of you so mean and base,
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game's afoot:
Follow your spirit, and upon this charge
Cry 'God for Harry, England, and Saint George!'

On set not Upset

Today I did background work for the local Canadian hit TV show The Republic of Doyle. I do this every summer for fun, as it is fantastic to see production work being done first hand. It's really cool to see how action sequences, car chases, character dialogue, special guests and "realism" is put into a fictional TV show. It's a truly joyous experience and I encourage you all to do it if you can.

Today was a rather long day. 10 hours to be exact. And the background was used for a lot of that time. By the time you're done, your lower back, legs and feet are aching akin to walking around a museum for 10 hours. A lot of 20 - 30 second movements followed by a stop and wait. And not much sit.

Now, bear in mind I'm not complaining at all.

I was on set, and not upset.

It's such a great thing to experience.

And it got me thinking about our teaching practices in 3 ways:

1) As teachers we go through a lot of stop-start walking for 20 seconds:

We sit with the kids sometimes, but we're moving around the classroom a lot. We're doing a lot of stop start. A lot of short walking and being on our feet. And it makes sense that teachers should be able to wear sneakers/comfortable shoes when teaching as this is best for the lower back, legs, feet and neck.

2) Seeing things from different angles:

Today on the set a few shots were filmed from different angles. This is no different from most other TV shows where each major/minor sequence has to be filmed from different angles. And it got me wondering how much our kids have the ability to see things from different angles. And if we train them to do so.

In the PYP learner profile, this is best known as "Perspective"

And it's something that we really need to try and get our kids to do. We also have to face the reality that our kids are only capable of so much of this, as their brains (especially the elementary child) have not matured enough to see things from others' points of view. So, we really need to be patient when we ask a child to see things from another's point of view, from a character's point of view in a story, or to see another's opinion on something they have an opinion of already. It doesn't happen overnight, we shouldn't expect it to, and we should be positive in encouraging the different angles. Then, over time perspective will develop. We help to scaffold and support this maturing without forcing it.



3) When we look at 21C Learning tools.

A lot of times when we're presented with a 21C learning tool we form an opinion on it right away. Sometimes it's very negative. Other times it's VERY positive, and we blindly accept it.

I think we need to look at every 21C learning tool that we're presented with from the different angles. For example, when shown one we should ask a few of these questions (I'll hopefully expand the list later):

1. Does this help my class achieve more?
2. Does this help my class inquire? Is it supposed to help them inquire?
3. Can it be done more simply with a tool that I or my kids already know?
4. Does it's new cool benefits outweigh the learning curve in getting to know it?
5. Do I need a special device to use it?

These were just some of the thoughts that popped into my mind when on set today.

Resistance is NOT futile

Anyone who has a trekkie background will get that joke.

So...tonight I found myself in my usual habits. Arrive home somewhat late...and right before bed grab a snack. Nutritionists around the world can tell you that eating 1-2 hours before bed helps you gain unhealthy fat.

And this habit of mine...of eating something rather bad for me right before bed....is a terrible one.

So tonight, I reminded myself of this. And before making a wolfing down of 4 graham crackers with peanut butter, I reminded myself of good eating habits. Habits that lead to a healthy body and mind.

And I resisted.

And it wasn't futile.

And now I'm upstairs, on my computer and getting ready to sleep away a great night with said snack not in my belly. Yes...I'm still a bit peckish. But I'll be thankful I didn't cave into that craving later.

And...as with almost everything I do...I reflected on how that little thing could be used in my classroom practice.

In this situation, the resisting of impulsive urges applied. As teachers we can be quick to anger sometimes. It's an impulsive urge to want to yell at our kids sometimes. And this can create a poor classroom environment.

So, much like I did tonight, we need to see our "teaching urges" as the emotionally charged moments they are...and resist them. So we can make a more secure, and focussed classroom. And create an environment that is well thought out. We need to be that example for our kids. Show them what it is to resist urges. And do it.

21C learning is no different. We also jump immediately to think "how can this be done on the screen"...well...sometimes it doesn't need to be. Sometimes, during a task, a more tactile method is needed. Sometimes we need to be more patient and think how we can do a lesson creatively on and off the screen. Because that produces some amazing results.

And the reality is...despite popular trends...not every kid loves screen time. Some kids are so tactile they want to be left off the screen and work with their hands.

So, we shouldn't jump to the urge of "must do screen work"...to... "will my kids learn more, and engage more with a tool on the computer/mobile device?"

Just some thoughts for the night.

And a cool link to go see:

Games to build security in the classroom

Artificial or flowing?

Today I had my first experience with Moksha, or hot, yoga. It was an interesting experience as you enter a very warm room with other people in it, lie on a floor, and wait for the class to start. Before it starts, on the other hand, you're sweating. By the time you're half way through the class, you're drenched because of the room temperature.



In yoga we should generate our own heat. It's good to sweat, but to be in a room that was heated the way it was felt like cheating. It felt artificial. Forced. Fake.

Don't get me wrong, the instructor was good (Thanks Erica), and it was somewhat challenging, but it felt weird.

After the class I got to thinking about the word Artificial. 
I don't like artificiality. It seems forced, fake, weird, cheated. Natural, flowing seems better to me.

And maybe that's just me.

Or maybe that's how our kids feel sometimes when we teach them. Things feel artificial, forced, fake, weird, cheated.

Don't get me wrong. You can still have natural, unforced, and real and still be challenging. After all, many of the Ashtanga, Yin, and Vinyasa Yoga classes I have attended have all seemed natural and unforced but very challenging.

But to cheat yourself out of something seems too...easy. So, when we teach I think we need to keep that in mind. We shouldn't cheat our kids out of anything. We shouldn't make the learning artificial or forced. It should be natural and flowing.


For example, when we find a 21st Century Learning tool that seems cool, we shouldn't force it on the kids. By doing so we may be taking something out of the experience of learning for them as the tool may be doing the work that would make it flow easier for them. We would take some of the steps to learning from them. It may end up being forced.

A great real life example of this is the automatic spellcheck built into most word processing software. By constantly using it, we are removing misspellings from the process and the kids seeing where they went wrong. We are cheating it. Making spelling artificial. Kids learn to rely on the spellcheck, so spelling becomes a mute point for them.

Real spelling is a growth-based, challenging process that can take some time. It's natural. It flows.

The spellcheck is like the Hot Yoga. In hot yoga you worry far less about generating your own heat, as the room does it for you.

So, we need to take an honest look at our lessons, 21C Learning tools, and activities to see what we're doing that is fake, artificial, forced. Then change it to bring back the challenge, fun, and flow of our lessons.

Just some thoughts for tonight.